UPAYA PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA POWER POINT PADA MATA PELAJARAN PENGANTAR EKONOMI DAN BISNIS SISWA SMK NEGERI I BANYUDONO TAHUN AJARAN 2015/2016 - -, Eka Febrianto -; -, Soetarno Joyoatmojo -; -, Jonet Ariyanto Nugroho - (Pendidikan Ekonomi Bidang Keahlian Khusus Tata Niaga FKIP Universitas Sebelas Maret, 2016)
Tujuan penelitian ini adalah untuk meningkatkan keaktifan dan hasil belajar siswa dalam pembelajaran pengantar ekonomi dan bisnis pada siswa kelas X Pemasaran 1 SMK Negeri I Banyudono dengan menerapkan model pembelajaran think pair share berbantuan media power point.Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilakukan sebanyak dua siklus. Setiap siklus terdiri dari 4 tahap yaitu: (1) perencanaan tindakan; (2) pelaksanaan tindakan; (3) observasi dan interpretasi; (4) analisis dan refleksi. Subyek penelitian adalah siswa kelas X Pemasaran 1 SMK Negeri 1Banyudono yang berjumlah 29 siswa. Teknik pengumpulan data dilakukan melalui kegiatan: (a) wawancara, (b) observasi, (c) dokumentasi, dan (d) tes.Hasil penelitian menunjukkan bahwa melalui penerapan model pembelajaran think pair share berbantuan media power point dapat meningkatkan keaktifan belajar dan hasil belajar peserta didik dari pra siklus ke siklus I dan darisiklus I ke siklus II. Hal ini terbukti pada siklus I keaktifan peserta didik dari segi visual activities meningkat (presentase pra siklus 13,79% dan siklus I 27,59%), keaktifan peserta didik dari segi oral activities meningkat (presentase pra siklus0,00% dan siklus I 30,79%), keaktifan peserta didik dari segi writing activities meningkat (presentase pra siklus 0,00% dan siklus I 58,62%), keaktifan peserta didik dari segi mental activities meningkat (presentase pra siklus 0,00% dan siklus I 30,90%), keaktifan peserta didik dari segi emotional activities meningkat (presentase pra siklus 31,00% dan siklus I 44,69%). Hasil belajar peserta didik juga mengalami peningkatan yaitu sebesar 6,77 (nilai rata-rata pra siklus 73,96 dan nilai rata-rata siklus I 80,73) dan presentase ketuntasan meningkat 17,24% (presentase pra siklus 48,28% dan siklus I 65,52%). Pada siklus II keaktifan peserta didik terus meningkat, terbukti keaktifan peserta didik dari segi visual activities meningkat 48,09% (presentase siklus I 27,59% dan siklus II 75,86%), keaktifan peserta didik dari segi oral activities meningkat 45,07% (presentase siklus I 30,79% dan siklus II 75,86%), keaktifan peserta didik dari segi writing activities meningkat 24,4% (presentase siklus I 58,62% dan siklus II 82,76%), keaktifan peserta didik dari segi mental activities meningkat 31,17% (presentase siklus I 30,90% dan siklus II 62,07%), keaktifan peserta didik dari segi emotional activities meningkat 27,72% (presentase siklus I 44,69% dan siklus II 72,41%). Hasil belajar peserta didik pada siklus II juga mengalami peningkatan yaitu sebesar 4,55 (nilai rata-rata siklus I 80,73 dan nilai rata-rata siklus II 85,28) dan presentase ketuntasan meningkat 20,69% (presentase siklus I 65,52% dan siklus II 86,21%). The objective of research is to improve the learning activeness and learning outcomes in the subject matter of Introduction to Economics and Business of the students in Grade X of Marketing Department of State Vocational High School 1 of Banyudono in Academic Year 2015/2016 through the application of think pair share teaching combined with power point media.This study used the classroom action research (CAR) with two cycles. Each cycle consisted of four phases i.e. planning, implementation, observation, and analysis & reflection. Its subjects were 29 students of the aforementioned school. The data of research were collected through (a) in-depth interview, (b) observation, (c) documentation, and (d) test.The application of the think pair share teaching combined with power point media can improve the learning activeness and learning outcomes in theIntroduction to Economics and Business subject matter from Pre-cycle to Cycle I and from Cycle I to Cycle II. The percentage of the students? learning activeness in visual activities is 13.79% in Pre-cycle, and it becomes 27.59% in Cycle I and75.86% in Cycle II respectively; the percentage of the students? learning activeness in oral activities is 0.00% in Pre-cycle, and it becomes 30.79% in Cycle I and 75,86% in Cycle II respectively; the percentage of the students? learning activeness in writing activities is 0.00% in Pre-cycle, and it becomes 58.62% in Cycle I and 82.76% in Cycle II respectively; the percentage of the students?learning activeness in mental activities is 0.00% in Pre-cycle, and it becomes 30.90% in Cycle I and 62.07% in Cycle II respectively; the percentage of the students? learning activeness in emotional activities is 31.00% in Pre-cycle, and it becomes 44.69% in Cycle I and 72.41% in Cycle II respectively. Furthermore, the students? average score is 73.96 in Pre-cycle, and it becomes 80.73 in Cycle I and85.28 in Cycle II respectively. Finally, the percentage of the students? learningcompleteness is 48.28% in Pre-cycle, and it becomes 65.52% in Cycle I and86.21% in Cycle II.